It is critical for schools and districts engaged in a comprehensive school-reform process to develop a schoolwide or districtwide strategy, one that affects teaching and learning, governance, and professional development. Researchers studying school-reform processes have noted that different types of models suit different schools differently. Process models, for example, focus more on the processes used in the school, such as how teachers interact. Content, or prescriptive, models might come with a specific curriculum and plan for what teaching and learning in the school will look like. Even more critical than the type of school-reform model is the fit between each individual model and the needs and abilities of the school. Planners need to be aware of the needs of the school, the existing skills and strengths of the school staff, the level of urgency for undertaking reform, and the types of goals the school wants to achieve. Researchers' experiences in schools clearly indicate that staff and leadership buy-in is also a critical factor for success. To plan effectively, some schools, districts, and models allow for a "zero year," that is, a year to plan, assess needs, and make good decisions. (RT)

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